The Following Transcript Is Provided for Your Convenience, but Does Not Represent the Official Record of This Meeting

Total Page:16

File Type:pdf, Size:1020Kb

The Following Transcript Is Provided for Your Convenience, but Does Not Represent the Official Record of This Meeting The following transcript is provided for your convenience, but does not represent the official record of this meeting. The transcript is provided by the firm that provides closed captioning services to the City. Because this service is created in real-time as the meeting progresses, it may contain errors and gaps, but is nevertheless very helpful in determining the gist of what occurred during this meeting. 1 [ Gavel ] >> Mayor Reed: Good afternoon. I'd like to call the San José city council meeting to order for December 1st, 2009. We will start with our invocation, and I'd like to introduce John Talbert from Westgate Church who will do the invocation. John is married to Sherry Talbert, has four children. At the age of 13 he went into full-time ministry, graduated from Biola University and has a master's from Talbot Theological Seminary. More importantly, during the time he's been in San José, he has taken on many successful projects with the city such as A Beautiful Day and Project Restoration which has drawn over a thousand volunteers from over a dozen churches to help revitalize neighborhoods in our city. John thank you for what you've done and welcome. >> Thank you, Mayor Reed and city council and those that are here and all those kids up front and the back, we're glad you guys are here. You can wave but don't wave during the rest of the meeting, okay? I'd like to say something quickly. As a pastor since 1996 I've become more keenly aware that God is -- he cares about the details of our city. And he cares about the things that happen in our city and the things that happen in people's lives from the minute details and the small things to the large things. And when we see people on the street that are homeless, or we see those or hear about those that are infected with the HIV and AIDS virus, we hear about homes that are foreclosing or jobs that are leaving, that's not just our problem. This is part of a big picture, and God is very much involved in all the details of our lives. So with that I want to just pray a blessing over the time for the council today and for those that are here, for our city, if you join me in prayer. Father, we are grateful that we can come together, to be able to sit and listen and discern what is best for our city and for those that live within it and will you guide our leaders' hands and minds and ideals that will find synergy and unity and collaborative work, that it reaches out and blesses those in the margins. It meets the needs of those that need a special touch or a care or somebody that needs somebody to walk alongside them. That we would take and address the problems of our city, and find solutions, and answers. And that we would just recognize and acknowledge you, in the details of our lives. We thank you for our mayor and for our city council and for those supporting staff that assist them to do their job well. Will you give them all that they need in their day, to make the decisions that they make that guide our city. And bless San José, we ask that you would continue to help us to prosper as a city and help us to grow as a community of people that care and love one another, that we would be a light not only to the Bay Area but to California, a light to the United States and that people would see and wonder, what's happening in the Bay Area and what's happening in San José and they would know that God is intimately involved in the details. Thank you for the time that we be together, we pray in Jesus name amen. Thank you. >> Mayor Reed: Thank you for joining us, we appreciate the invocation. We will now have the pledge of allegiance. We have guests from the charter school in district 1, they're going to help us with the pledge of allegiance. So please stand. >> Mayor Reed: Our first item is orders of the day. We have a couple of changes from the printed agenda that we need to make. Item 3.2, the rules report for October 28th, and 3.3, the rules and open government committee for November 4th, and 3.4, the report for November 9th, we need to be deferred until December 8th. Item 11.1 our public hearing on the consent calendar will be heard as the first item in the evening session. Any other changes in the to the agenda order under orders of the day? We have a motion to approve the orders of the day. All in favor, opposed, none opposed, those are approved. I'd like to note that we be adjourning today's meeting in memory of Art Savage, the Sharks first general manager. We really appreciate his service to the City of San José and to the Sharks in helping make them a success. I think Rick Doyle has some additional comments. >> City Attorney Doyle: I just want to note, having served on the city side of the negotiations, it was a very long ordeal, but in the end I think the sharks and the guns and art, who was the first president of the sharks, really took a bet on San José. Northern California didn't have a very good track record with respect to professional hockey and they brought not just a team that has shown to be a great success but a real community spirit in this town. So it's a nice tribute. >> Mayor Reed: In addition I'd like to call on Councilmember Constant who has some comments about the police officers killed in Seattle. >> Councilmember Constant: Thank you, are mayor. I think it's important that we as a city as a community and of the elected leaders, take a moment to think about what happened in Washington state. As you know, four Lakewood police officers were fatally shot in the line of duty Sunday morning. Those officers were Sergeant Mark Renninger, 39 years old, who had been a police officer for 2 13 years, and left behind a wife and three children. Officer Ronald Owens, 37 years old, who had 12 years of law enforcement experience, also leaving behind a wife and a daughter. Officer Tina Griswold, 40 years old, who had 14 years of law enforcement experience, and left behind a husband and two children. Officer Greg Richards, 42 years old, who had eight years of law enforcement experience, and left behind a wife and three children. So the community of Lakewood lost not only 47 years of dedicated experience in the officers that day, but they also left behind nine children without parents. And I think it's important that we keep the perspective that we have city employees and Public Safety employees that are out there every day, making sure that our communities stay safe, no matter what the cost. So I ask that we just take a moment of silence, in their honor. [ silence ] >> Councilmember Constant: Thank you mayor. >> Mayor Reed: Thank you. And we do thank our police officers for the work that they do every day and the risk that they take every day. Next item is the cloves session report. City Attorney. >> City Attorney Doyle: Mr. Mayor, the city council did meet in closed session pursuant to notice. There is no report. >> Mayor Reed: I'd like to invite Councilmember Liccardo, who represents district 3, the home of Adobe, and Dr. John Warnock and Dr. Charles Geschke to join me at the podium. This is a great day in San José. Tomorrow will be even a greater day, because it's the 27th year since the founding of Adobe. And so I am honored to have with us today Dr. John Warnock and Dr. Charles Geschke, the co-founders of Adobe systems. We are proud to call ourselves the capital of Silicon Valley, the innovation center of the world and sometimes because we live it, we've used to innovators and don't always take notice of their accomplishments because the pace of innovation is such we are always on to the next new thing. But we wanted to take a moment to stop and pay attention to Adobe, these two gentlemen the co-founders of Adobe to the City of San José. They have given much to us and I know that the children in the audience will still be using Adobe products when they're up here serving on the city council. And we're really proud of the work that has been done by Adobe in Silicon Valley. And Adobe stands with other great Silicon Valley companies that help make us the innovation center of the world, help keep us the innovation center of the world. We appreciate the role that Adobe has played in the evolution of Silicon Valley. The fact that they long ago got ahead of the field by going vertical and doing it in downtown San José at a time when that business model had not been tested very well around here. Now we have three towers and we're hopeful for more to come in the future as they continue to grow and prosper. We appreciate their contributions back to the community because it is long been a part of Adobe's culture to give back to the community.
Recommended publications
  • OSSE Early Childhood Transition Faqs
    July 2020 Early Childhood Transition: Frequently Asked Questions This document is intended to provide guidance to District of Columbia local education agencies (LEAs) providing preschool special education services to children under the age of six. These FAQs address issues and LEA obligations related to children transitioning from Part C early intervention services under the Individuals with Disabilities Education Act (IDEA) provided by DC Strong Start Early Intervention Program to IDEA Part B preschool special education and related services provided by LEAs. General LEA Responsibilities 1. What agencies are primarily responsible for early intervention or special education services? DC Strong Start (OSSE) - Strong Start is the District’s Early Intervention Program for families with children under the age of three who are concerned about their child’s development. Strong Start provides early intervention services to eligible children under the age of three through an Individualized Family Services Plan (IFSP). Strong Start also provides early intervention services to children who are eligible for IDEA Part B services but whose parents have elected to receive services under an Extended IFSP, from age three until the beginning of the school year following the child’s fourth birthday. District of Columbia Public Schools (DCPS) Early Stages - Early Stages is a DC Public Schools (DCPS) evaluation center for children between the ages of two years and eight months and five years and ten months who do not attend a DCPS school or DC public charter school. The organization conducts initial evaluations and determines eligibility for Part B services for children that are not enrolled in a DCPS school or DC public charter school and, if the child is eligible, develops an IEP.
    [Show full text]
  • The Colorado Charter School Handbook
    The Colorado Charter School Handbook: A Guide for Starting and Operating a Charter School Colorado Department 201 East Colfax Avenue, Room 300 Denver, CO 80203-1799 http://www.cde.state.co.us/index_charter.htm of Education 303-866-6771 TABLE OF CONTENTS PART 1: GETTING STARTED 1. WHAT IS A CHARTER SCHOOL? ......................................................................................................................................... 2 2. PURPOSE OF CHARTER SCHOOLS .................................................................................................................................... 2 3. THE HISTORY OF CHARTER SCHOOLS IN COLORADO ........................................................................................... 3 4. STARTING A CHARTER SCHOOL ....................................................................................................................................... 5 A.. First Steps ............................................................................................................................................................................. 5 B. Contact Your Potential Authorizer ...................................................................................................................................... 6 C. Contact the Colorado Department of Education (CDE) .................................................................................................... 6 D. The Charter Application Process .......................................................................................................................................
    [Show full text]
  • Analyzing Breadth and Depth of a Virtual Charter School's Science
    US-China Education Review A 2 (2012) 149-163 D Earlier title: US-China Education Review, ISSN 1548-6613 DAVID PUBLISHING Analyzing Breadth and Depth of a Virtual Charter School’s Science Curriculum Matthew Vick University of Wisconsin-Whitewater, Whitewater, USA This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their correlation to the cognitive levels of the revised Bloom’s taxonomy and the US NSES (National Science Education Standards). The remembering level was associated with the largest number of quiz and exam questions. However, analysis and application were also frequently assessed. Most of the standards were assessed at some point. The teacher selected projects address science inquiry standards but not additional content standards. The projects often required higher levels of thinking. Recommendations for teachers in virtual K-12 (kindergarten through 12th grade) schools are made to select additional content that focuses on key concepts and include more application, analysis, evaluation and creation. Keywords: program evaluation, curriculum development, standards, virtual education Introduction Online education is a growing trend in K-12 (kindergarten through 12th grade) education. Virtual schools offer new modes of instruction to students in the 21st century. These schools deliver complete curricula online to students in their homes. In the US, federal law requires publicly funded virtual schools to employ certified teachers and administer state assessments for accountability purposes. These state assessments are correlated with the state’s content standards.
    [Show full text]
  • Alaska State Charter School Regulations (Pdf)
    Alaska State Charter Schools Regulations 4 AAC 27 is amended by adding a new section to read: 4 AAC 27.057. Charter school transportation policy. (a) A local school board shall adopt a charter school transportation policy that describes the transportation services that will be provided by the district to students attending a charter school operated by the district if (1) a district provides transportation services under AS 14.09.010; and (2) the district operates a charter school or an application for the establishment of a charter school in the district is pending with the district under AS 14.03.250. (b) A district must submit to the department an application for approval of its charter school transportation policy on a form provided by the department (1) not later than April 15, 2015, if a charter school is in operation in the district on July 1, 2014; or (2) not later than 30 days after approval of a charter school by a local school board, if a charter school is approved by a local school board after July 1, 2014, and a charter school transportation policy approved by the department is not in effect in the district. (c) The application to the department must include: (1) evidence that the charter school transportation policy was developed in compliance with AS 14.09.010(e)(1); and (2) the charter school transportation policy adopted by the local school board that provides transportation service for charter school students in compliance with AS 14.09.010(e)(2); and (3) other documents or information the department needs to evaluate a charter school transportation policy adopted by a local school board.
    [Show full text]
  • Charter Schools Program
    Charter Schools Program Title V, Part B Non-Regulatory Guidance July, 2004 Non-Regulatory Guidance Title V, Part B Charter Schools Program The Charter Schools Program CSP) was authorized in October 1994, under Title X, Part C of the Elementary and Secondary Education Act of 1965 (ESEA), as amended, 20 U.S.C. 8061-8067. The program was amended in October 1998 by the Charter School Expansion Act of 1998 and in January 2001 by the No Child Left Behind Act of 2001. The program, which provides support for the planning, program design, and initial implementation of charter schools, is intended to enhance parent and student choices among public schools and give more students the opportunity to learn to challenging standards. Enhancement of parent and student choices will result in higher student achievement, however, only if sufficiently diverse and high-quality choices, and genuine opportunities to take advantage of those choices, are available to all students. Every student should have an equal opportunity to attend a charter school. The non-regulatory guidance addresses questions the Department has received regarding various provisions of the CSP statute, including those related to student admissions to charter schools, the use of lotteries, private school conversions, and the involvement of for-profit organizations in charter schools. The non-regulatory guidance also addresses how businesses, faith-based communities and other community-based organizations and individuals associated with them can be involved in the development and operation of charter schools. These guidelines do not contain all of the information you will need to comply with CSP requirements, but are intended to provide guidance on the CSP and examples of ways to implement it.
    [Show full text]
  • Mott Haven Academy Charter School (84X394)
    11/26/2018 84X394/EMS - 2017-18 School Quality Snapshot - Online Edition - New York City Department of Education 2017-18 School Quality Snapshot Elementary School Mott Haven Academy Charter School (84X394) Overall School Ratings Framework for Great Student Achievement Schools Rigorous Instruction Research shows that Collaborative Teachers schools strong in the six areas are far more likely to improve student learning. Supportive Environment Key: Effective School Leadership Excellent Good Strong Family-Community Ties Fair Needs Improvement Trust School Info General Information Location School website: havenacademy.org 170 Brown Place Principal: Jessica Nauiokas/Briony Carr-Clemente Bronx, NY 10454 Grades served: PK,0K,01,02,03,04,05,06,SE Phone: 718-292-7015 Enrollment: 362 Shared space: No Admission methods: Student Demographics Asian: 0% Black: 28% Parents and Teachers Say... Hispanic: 69% White: 0% 97% of families say that their school offers a wide enough English language learners: 16% variety of courses, extracurricular activities, and services to Students with special needs: 25% keep their child interested in school City: 89% Staff Experience Years of principal experience at this school: N/A 100% of families say that they are satisfied with the education Teachers with 3 or more years of experience: N/A their child has received this year City: 95% Attendance 100% of teachers say that they recommend their school to Student attendance: 93% (City: 93%) families seeking a place for their child Students chronically absent: 24% (City: 23%) City: 84% Teacher attendance: N/A https://tools.nycenet.edu/snapshot/2018/84X394/EMS/#TR 1/5 11/26/2018 84X394/EMS - 2017-18 School Quality Snapshot - Online Edition - New York City Department of Education Mott Haven Academy Charter School (84X394) Student Achievement Overall Rating for Student Achievement Good The Student Achievement rating looks at this school's State test results, including student growth and performance; how students performed in core courses; and how well students are prepared for middle school.
    [Show full text]
  • Charter School Myths Vs. Facts
    Charter School Myths vs. Facts Over the past five years, student enrollment in charter public schools has grown by 62 percent. While charter schools enjoy tremendous bipartisan support among policymakers and the general public, they also have some vocal critics who perpetuate a number of myths. MYTH: “Charter schools are not public schools.” FACT: As defined in federal and state law, charter schools are public schools. They must meet the same academic standards that all public schools are required to meet. They are: • Tuition free and open to all students; • Nonsectarian and do not discriminate on any basis; • Publicly funded by local, state, and federal tax dollars based on enrollment, like other public schools; and • Held accountable for meeting state and federal academic standards. MYTH: “Charter schools cream or cherry-pick the best students from district-run public schools.” FACT: Charter public schools are generally required to take all students who want to attend. If there are more interested students than available seats, the schools are required to hold lotteries, which randomly determine which students will be enrolled. According to federal law, charter schools must accept all students, including students with disabilities and English Learners (ELs), regardless of previous academic performance. In 2014, the U.S. Department of Education revised its long-standing policy requiring charter schools to use a “blind” lottery when they are oversubscribed. Where it is permitted by state law, charters can now use “weighted” lotteries to preference “educationally disadvantaged” students. This change will likely result in charter schools serving an even greater share of disadvantaged children than they already do.
    [Show full text]
  • Charter Schools
    Charter Schools Informational Paper 27 Wisconsin Legislative Fiscal Bureau January, 2019 Charter Schools Prepared by Russ Kava Wisconsin Legislative Fiscal Bureau One East Main, Suite 301 Madison, WI 53703 http://legis.wisconsin.gov/lfb Charter Schools The movement for charter schools emerged in the late 1980s as a strategy for education reform. Charter School Law Minnesota initiated the first charter school law in 1991 and California followed suit in 1992. In 1993, Wisconsin was one of six states to pass char- Establishment of School District Charters. ter school legislation, enacted as part of the 1993- An unlimited number of charter schools may be es- 95 state budget (1993 Act 16). As of 2018, 44 tablished by school districts in the state. There are states and the District of Columbia had enacted two methods under which local school boards may some type of charter school legislation. authorize charter schools. While the specific provisions of charter school First, a school board may, on its own initiative, legislation vary widely among the states that have contract to operate a school as a charter school. Un- enacted it, certain characteristics are generally as- der this process, a board may convert all of the dis- sociated with charter schools. Charter schools are trict’s schools to charter schools as long as the usually exempt from most laws and rules govern- board provides alternative public school attendance ing traditional public schools. In some cases, char- arrangements for pupils who do not wish to attend ter schools may also be exempt from a sponsoring or are not admitted to a charter school.
    [Show full text]
  • Urban Catholic Schools in Expanding Charter School Markets: Enrollment Shifts and School Closures
    Urban Catholic Schools in Expanding Charter School Markets: Enrollment Shifts and School Closures by Richard Joseph Waddington A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Education) in the University of Michigan 2012 Doctoral Committee: Professor Brian P. McCall, Chair Professor Stephen L. DesJardins Professor Susan M. Dynarski Emeritus Professor Valerie E. Lee © Copyright Richard Joseph Waddington 2012 All Rights Reserved DEDICATION To my mother, Christine for her love, encouragement, sacrifice, and especially for instilling the importance and value of higher education -ii - ACKNOWLEDGEMENTS Many people have contributed to the completion of my doctorate degree and dissertation. I am pleased to be able to extend my sincere appreciation to some of them and apologize up front for anyone whom I may have unintentionally omitted. I would like to thank Dr. Brian McCall, my graduate advisor and committee chairman, whose invaluable guidance and support over the past four years allowed me to move forward. I am deeply grateful for your continuous encouragement, patient approach, and your deep intellect you have shared with me over the course of my academic career. Through countless one-on-one meetings, e-mails, and written feedback, you have provided substantial advice and help on my dissertation, from its origination to completion. You have aided me in pushing my limits during this research endeavor. When I switched into the Quantitative Research Methods program after my first academic year you were immediately willing to work with me to ensure that I attained success in graduate school from day one. My knowledge of quantitative research methods and economics was greatly expanded under your guidance and it has set me up well to perform rigorous quantitative inquiries throughout my career.
    [Show full text]
  • Charter and Collegiate High Schools in the Florida College System
    CHARTER AND COLLEGIATE HIGH SCHOOLS OCTOBER 2013, EDITION 2013-01 Charter and Collegiate High Schools in the Florida College System Charter schools in the Florida College System (FCS) are statutorily authorized when an institution, in cooperation with the school board within the college’s service area, develops a charter school that offers secondary education and allows students to obtain an associate’s degree upon graduation from high school. Since 1996, Florida public charter schools have provided smaller class sizes, alternative curriculums and increased opportunities for parental involvement. Additionally, Florida has a number of collegiate high schools, which are innovative schools designed to provide academic and technical education for high school students interested in pursuing college-level study. Charter and collegiate schools strive to provide students with an enhanced learning environment. Florida’s charter and collegiate schools awarded 944 associate degrees in academic year 2012-13. Collegiate high schools expose high school students to the dynamics and resources available on a college campus while also elevating expectations for student success. Some states have expanded on dual enrollment and have a middle/early college concept to transition and fully engage secondary students into college-level programs. The middle/early college concept provides students with a five- year academic plan (grades 9-13), offering a combination of high school and college classes that culminate in an associate degree or up to 60 transferable college credits. According to US News and World Report, the early college concept was first pioneered by Jobs for the Future and the Bill & Melinda Gates Foundation. Other benefits of charter and collegiate schools include the reduction in time to degree and promoting alignment between secondary and postsecondary sectors.
    [Show full text]
  • Mott Haven Academy Charter School (84X394) 2016–17 School Quality Snapshot / Elementary School
    Mott Haven Academy Charter School (84X394) 2016–17 School Quality Snapshot / Elementary School General Information Framework for Great Schools www.havenacademy.org Research shows that schools strong in the six areas are far more likely to improve student learning. Principal: Jessica Nauiokas Grades served: PK,0K,01,02,03,04,05,SE Rigorous Instruction Enrollment: 340 Shared Space: No Collaborative Teachers Admissions methods: Charter Lottery Supportive Environment Student Demographics Asian: 0% | Black: 27% | Hispanic: 69% | White: 1% Effective School Leadership English Language Learners: 17% Student with Special Needs: 23% Strong Family-Community Ties Staff Experience Years of principal experience at this school: N/A Trust % of teachers with 3 or more years of experience: N/A Attendance Student Attendance: 93% (City: 94%) Student Achievement Students Chronically Absent: 26% (City: 21%) Teacher Attendance: N/A KEY: Excellent Good Fair Poor Parents and Teachers Say... 96% of parents say that this school offers a wide enough variety of courses, extracurricular activities, and services to keep their child interested in school (City: 89%) 99% of parents say that they are satisfied with the education their child received this year (City: 95%) 96% of teachers say that they would recommend their school to parents seeking a place for their child (City: 85%) 170 Brown Place Bronx, NY 10454 718-292-7015 Mott Haven Academy Charter School (84X394) Page 2 2016–17 School Quality Snapshot / Elementary School Student Achievement This section presents information on this school's state test results, including student growth and performance, how students performed in core courses, and how well students are prepared for middle school.
    [Show full text]
  • Property for Sale
    property for sale San Jose, CA 95126 contents 01 The Offering & Property Information 02 Location & Market Overview 03 Investment Highlights 04 Amenities MARIE ANDERSON Lic 00919144 408 453 7468 [email protected] © 2020 CBRE, Inc. All Rights Reserved. AFFILIATED BUSINESS DISCLOSURE DISCLAIMER CBRE, Inc. operates within a global family of companies with many This Memorandum contains select information pertaining to the Property subsidiaries and related entities (each an “Affiliate”) engaging in a broad range and the Owner, and does not purport to be all-inclusive or contain all or part of commercial real estate businesses including, but not limited to, brokerage of the information which prospective investors may require to evaluate a services, property and facilities management, valuation, investment fund purchase of the Property. The information contained in this Memorandum management and development. At times different Affiliates, including CBRE has been obtained from sources believed to be reliable, but has not been Global Investors, Inc. or Trammell Crow Company, may have or represent verified for accuracy, completeness, or fitness for any particular purpose. clients who have competing interests in the same transaction. For example, All information is presented “as is” without representation or warranty Affiliates or their clients may have or express an interest in the property of any kind. Such information includes estimates based on forward- described in this Memorandum (the “Property”), and may be the successful looking assumptions relating to the general economy, market conditions, bidder for the Property. Your receipt of this Memorandum constitutes your competition and other factors which are subject to uncertainty and may not acknowledgement of that possibility and your agreement that neither CBRE, represent the current or future performance of the Property.
    [Show full text]